Course design question

Same story in Calculus, of course. And you can substitute “calculator” for “algebra” to describe a whole mess of other math courses.

Shouldn’t we be ashamed of ourselves when we see this happening? Shouldn’t we be designing courses (and course sequences) in which this is not possible? Isn’t it time we (as a field) stopped living by last century’s textbooks, allowing students to skate by on last century’s skills?

Should we be designing courses that require critical thinking; courses that require students to really, deeply learn the material?